International Journal of Bilingual Education and Bilingualism (Int J Biling Educ Biling )

Publisher: Taylor & Francis


International Journal of Bilingual Education and Bilingualism. In recent decades, few topics have become so internationally important as bilingualism, multilingualism, bilingualism education and the acquisition of new languages. In the first century of the new millenium, as international communications increase, technological changes facilitate international relationships, and travelling between countries and across oceans becomes more common, the international importance of bilingual education and bilingualism is expected to rise steeply. At the same time, there is increasing concern and interest about language minorities and the survival of indigenous and immigrant languages. Just as there has been interest in preserving the wonderful variety among flora and fauna, the preservation of linguistic and cultural diversity has become internationally important so as to maintain the colourful diversity of human existence. This new journal aims to spread international developments, initiatives, ideas and and research on bilingualism and bilingual education, and to ensure collaboration between different continents, allowing rapid access to up-to-date information in an easily digestible form.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    International Journal of Bilingual Education and Bilingualism website
  • Other titles
    International journal of bilingual education and bilingualism (Online)
  • ISSN
  • OCLC
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • International Journal of Bilingual Education and Bilingualism 02/2014;
  • International Journal of Bilingual Education and Bilingualism 01/2014;
  • International Journal of Bilingual Education and Bilingualism 12/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual students in the FI programs. The association between sociolinguistic factors as well as metalinguistic awareness, language proficiency, and literacy skills in the L2 and language proficiency and literacy skills in the L3 was investigated in this study. The sample included 55 students with an average age of 11 years and six months, in early FI programs who were tested at the end of Grade 6. Multiple regression analyses revealed that oral language proficiency and reading comprehension in English predicted oral language proficiency and reading comprehension skills in French, controlling for amount of reading in French and morphological awareness in English. This study demonstrated that although the majority of instruction in FI programs is in French, multilingual students continue to develop age-appropriate oral language proficiency and reading skills in English and French.
    International Journal of Bilingual Education and Bilingualism 01/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
    International Journal of Bilingual Education and Bilingualism 03/2012; 15(2):183-197.
  • International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Since 1997, the ‘biliterate and trilingual’ policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as modular curriculum was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but negative correlations of traditional Chinese teaching, with support for oral communicative skills and the use of technology. Analysis of variance found that teachers with longer experiences of the modular curriculum were less inclined to using traditional approaches. The findings may serve as empirical evidence to help policy-makers consider teachers’ needs and set proper pace for implementing the new curriculum with adequate support for both pre-service and in-service teacher training.
    International Journal of Bilingual Education and Bilingualism 01/2012;
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    ABSTRACT: Imagined identity is the way of positioning individuals or being positioned by others in an imagined world, where individuals’ cultural identifications interplay with cultural and language practices. This lays the basis for the current research on the construction of imagined memberships by two young ethnic Korean students in China. An analysis of the students’ life histories indicates that the negotiation of imagined identities takes place in-between the polarized positions of assimilation and separation, as coined by Berry in the multidimensional categories of acculturation. The process of identity construction suggests that Chinese is an important type of linguistic capital, which to a considerable extent determines an individual's desired membership in the mainstream society, whereas a certain degree of preservation in the Korean language complicates the process of acculturation, through which both Chinese and Korean languages are integratively and instrumentally functional in market-oriented Chinese economy and may open up alternative imagined communities where ethnic Koreans become bilingual users. This research reflects the integrative acculturation, which is illustrative of a selective process and puts forward explicit assumptions about an additive bilingual education in China.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study investigates the link between personality traits (OCEAN Personality test), emotional intelligence (EI) (Trait Emotional Intelligence Questionnaire) and the notion of ‘feeling different’ while using a foreign language among 102 Polish–English bilinguals and Polish L2 users of English who were immersed in a foreign language and culture. Statistical analyses reveal that personality traits such as Extraversion, Agreeableness and Openness had an effect on self-perceived changes in behaviour or body language and occurred while a foreign language was used. A similar effect had been found for EI factors such as Emotion expression, Empathy, Social awareness, Emotion perception, Emotion management, Emotionality and Sociability. These results could explain why some people report changes in personality when switching languages and some do not. Therefore, it is speculated that the existence of self-reported personality changes could be assigned more to certain personality traits and EI, which enables such subtle changes to be noticed, rather than stemming from a difference in the existence of such changes in these participants. The results of this study show the complexity of the relationship between language, culture and emotions, suggesting that both higher- and lower-order personality traits should be incorporated into further research on various aspects of bilingualism.
    International Journal of Bilingual Education and Bilingualism 01/2012; 15(2):217-234.
  • International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article reports on an investigation of family language policies among 37 Albanian immigrant families in Northern Greece within the framework of Spolsky's language policy model. Data collection was based on semi-directed interviews with parents which were analysed using both content and discourse analysis. According to our findings, three groups of families were observed in our sample. A small number of families (n=4) did not transmit the ethnic language to their children and showed no interest in maintaining ties with the homeland. In another group of families (n=12) positive attitudes towards ethnic language maintenance were accompanied by specific language management efforts and language practices in support of the ethnic language. However, the majority of our informants (n=21) did not engage in such efforts, even though they, too, expressed positive attitudes towards Albanian language maintenance. We argue that although most immigrant parents may share positive attitudes towards ethnic language maintenance, they may differ as to whether they embrace bilingualism as an asset or accept the dominant ideology according to which the simultaneous development of two languages may hinder the development of the majority language.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we uphold that the purported benefits of combining both languages should not be underestimated in this type of education. The objective of this study is to find out if the collaboration among teachers, particularly between language assistants and content teachers, with the subsequent use of two languages in the same classroom, may result in the development of strategies that will ultimately contribute to the improvement of the teaching process, the learning of content matter and also the development of language skills and language awareness. By analysing the perceptions and reflection on the actual performance of teachers involved in CLIL programmes in Andalusia, a Spanish monolingual autonomous community, this article aims to identify the existence of collaborative work among teachers, the advantages of such collaboration and the benefits of using the two languages.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study uses data from the child and adult components of the 2001 Canadian Aboriginal Peoples Survey to examine what factors are related to speaking an Aboriginal language and how speaking an Aboriginal language is related to school outcomes. Even after controlling for child and family factors (age, sex, health status, household income, number of people living in the household, and living in an urban or rural area), speaking an Aboriginal language was associated with positive school outcomes for young children aged 6–14 years old if they learned the language in school, but a lower likelihood of having completed high school for 20–34-year olds. Possible reasons for this difference between child and adult results are discussed.
    International Journal of Bilingual Education and Bilingualism 01/2012; 15(1):1-27.